A STUDY OF LANGUAGE ANXIETY ON THE 1st YEAR STUDENTS OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT IN UNIVERSITY OF MUHAMMADIYAH MALANG

THESIS

By: ENCE ADINDA DIANASTA ALMAS

201210100311124

ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG 2016

A STUDY OF LANGUAGE ANXIETY ON THE 1st YEAR STUDENTS OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT IN UNIVERSITY OF MUHAMMADIYAH MALANG

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Language Education

By: ENCE ADINDA DIANASTA ALMAS

201210100311124

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

2016

This thesis is written by Ence Adinda Dianasta Almas and was approved on

August 09, 2016

by:

This thesis was defended in front of the examiners of the Faculty of Teacher

Trainning and Education of University of Muhammadiyah Malang and accepted

as one of the requirements to achieve Sarjana Degree in English Language

Educationon August 09, 2016

Approved by

Faculty of Teacher Training and Education

University of Muhammadiyah Malang

Examiners:

1. Dr. Sri Hartiningsih, M.M

2. Drs. Jarum, M.Ed

3. Rahmawati Khadijah Maro, S.Pd., M.PEd

4. Santi Prastiyowati, S.Pd., M.Pd

Mottos

“Doubts kill more dreams than failure ever will”

“One’s value does not decrease based on other’s inability to see

one’s worth”

DEDICATIONS

To my mum and dad, and my beloved brother who

always believe the path that I choose.

Statement of Work’s Originality

The undersigned:

Name : Ence Adinda Dianasta Almas

NIM : 201210100311124

Depatment : English Language Education

Faculty : Faculty of Teacher Training and Education

I hereby declare that in this thesis there is no any thesis or paper that have been

proposed to receive a bachelor degree, and there is no idea or notion written or

published by another person, unless what has been written in this thesis and

mentioned in the references.

E

Ence Adinda Dianasta Almas

Mottos

“Doubts kill more dreams than failure ever will”

“One’s value does not decrease based on other’s inability to see

one’s worth”

DEDICATIONS

To my mum and dad, and my beloved brother who

always believe the path that I choose.

Acknowledgements

I would like to express my deepest gratitude and thanks to my first advisor, Rahmawati Khadijah Maro, S.Pd., M.PEd. and my second advisor, Teguh Hadi Saputro, S.Pd., M.A. for the supports, advices, patience and great guidance throughout the time I was researching and writing this thesis. I am also thankful to all lecturers at English Language Education Department who help me during the study.

Foremost, I wish to express my sincere gratitude and appreciation to my mum, Meinita Wulandari and my dad, Ence Hasbi for the encouragement, motivation, affection and best wishes as sources of my inspiration to finish this study successfully. I would like to give my special thanks to my brother, my second favourite guy, Ence Aditya for always by my side and support me through the ups and downs. I’m truly indebted to my sisters Mahsa Livia, Hesti Kartika, Hanan Amirah, Annisa Maharani, Istia Purwandari for the supports, advices, loves, and laughs during these 4 years. I am extremely thankful to all the participants who provided me rich and detailed data for the study. Finally, I also thank for those whom I cannot mention one by one for the support and prayer in accomplishing this thesis.

TABLE OF CONTENTS

APPROVAL............................................................................................................ i MOTTO AND DEDICATION ............................................................................ iii STATEMENT OF WORK’S ORIGINALITY .................................................. iv ABSTRACT ........................................................................................................... v ACKNOWLEDGEMENTS ................................................................................. vi TABLE OF CONTENTS……………...……………….………………………………vii

CHAPTER I INTRODUCTION 1.1.Background of the Study ......................................................................... 1 1.2.Statement of the Problems ...................................................................... 5 1.3.Purposes of the Study .............................................................................. 5 1.4.Significance of the Study ........................................................................ 6 1.5.Scope and Limitation .............................................................................. 6 1.6.Definition of The Key Terms .................................................................. 7

CHAPTER II REVIEW OF RELATED LITERATURE 2.1.Psycholinguistics ..................................................................................... 8 2.2.Second Language Acquisition (SLA) ................................................... 10 2.3.Foreign Language Anxiety (FLA) ........................................................ 12

2.3.1.The Effects of FLA ...................................................................... 17 2.3.2.The Factors Triggering and Lessening Students’ FLA ............... 21 2.3.3.Foreign Language Classroom Anxiety Scale (FLCAS) .............. 26

CHAPTER III RESEARCH METHODOLOGY 3.1.Research Design .................................................................................... 29 3.2.Research Subject ................................................................................... 30 3.3.Research Instrument .............................................................................. 32

3.3.1.Questionnaire ............................................................................... 32 3.3.1.Interview Guide ........................................................................... 33

3.4.Data Collection...................................................................................... 34 3.5.Data Analysis ........................................................................................ 35

CHAPTER IV FINDINGS AND DISCUSSION 4.1.Findings ................................................................................................. 39

4.1.1.The Language Anxiety Level of the 1st Year Students ................ 39 4.1.2.The Factors Triggering Students’ FLA ....................................... 44

4.1.2.1.Personal and Interpersonal Anxieties .............................. 47 4.1.2.2.Students’ Beliefs about Language Learning .................... 48

4.1.2.3.Teachers’ Beliefs about Language Teaching ................... 49 4.1.2.4.Teacher-Learner Interaction ............................................ 49 4.1.2.5.Classroom Tasks .............................................................. 50 4.1.2.6.Language Testing ............................................................ 51

4.1.3.The Factors Lessening Students’ FLA ........................................ 51 4.1.3.1.Personal and Interpersonal Anxieties .............................. 52 4.1.3.2.Students’ Beliefs about Language Learning .................... 52 4.1.3.3.Teachers’ Beliefs about Language Teaching ................... 53 4.1.3.4.Teacher-Learner Interaction ............................................ 54 4.1.3.5.Classroom Tasks .............................................................. 55 4.1.3.6.Language Testing ............................................................ 56

4.2.Disscussion ............................................................................................ 56

CHAPTER V CONCLUSION AND SUGGESTIONS

5.1.Conclusion............................................................................................. 60 5.2.Suggestions ........................................................................................... 62

REFERENCES

APPENDICES

Appendix I FLCAS (Questionnaire sheets)

Appendix II Interview Guide

Appendix III Interview Results

Appendix IV Interview Summary

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